Convergent guidelines for teaching performance in virtual education to highlight the quality of the educational process

Abstract

Higher Education must be framed in learning environments in accordance with the needs of the 21st century, from any face-to-face or virtual modality; without the teacher failing to recognize that he continues to work with human beings willing to interact with society through innovation; Therefore, the purpose of the research is to: develop convergent guidelines for teaching performance in virtual education to highlight the quality of the educational process. This study is framed in the constructivist theory supported by Berni and Olivero, 2019. Qualitative methodology was used; describing the research process, under the interpretative phenomenological approach with the documentary review technique. Thus, it was possible to conclude that, in virtual classes, the teacher uses only documentary strategies, ignoring a collaborative learning environment in the interaction with the participant, his greatest execution of an academic activity is to post on the platform with a correction via email. electronic, without absolute respect for a class schedule; avoid giving way to self-evaluation and co-evaluation. Considering that the improvement of distance teaching performance depends on knowing how to put virtual tools to good pedagogical use, motivating the student to productive analysis of thought.